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Aligning TVET Education programmes with industrial demands in South Africa: An

international comparative analysis of TVET Curriculum Development Frameworks for

Four Countries

Dr Manager Mhangarai Muswaba (FCIS)

Ekurhuleni East TVET College, South Africa

mgr@secretary.net

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Table of Contents

DESCRIPTION PAGE

1. Background and Motivation……...……………………………...…….3

2. Research Problem and Specific Research Questions....…………...…4

2.1 Research Problem……………….…….……………………...…...4

2.2 Specific Research Questions….……………………………………5

3. Main Purpose of the Research………….……………………...…........6

4. Industrially Oriented Stakeholder Integrated (IOSIA) Curriculum

Development Framework…………………………………………….....7

5. Hypotheses...……….…………………………...…….............................9

6. Research Population and Sample Size....………………………….......9

6.1 Research Population…...…………...…….….…...………………...9

6.2 Research Sample….....………….…..……………………………....9

7. Study Methods and Design…………………………………………...10

7.1 Study Methods………………...……...…………...………….…...10

7.2 Study Design….……….…...…………......….….………………...10

7.3 Data Collection...…………….……….…………...….……………10

7.4 Data Gathering Instrument and Processing…………...…...…...11

8. Data Analysis…………………………….……………...…...…….......11

8.1 Quantitative and Statistical Methods of Data Analysis...………...11

8.2 Qualitative Methods of Data Analysis………………........……….12

9. Ethics………………………….…………………..…............................12

10. References……..……………………………………………………….13

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1. BACKGROUND AND MOTIVATION

Through their pivotal and influential role in society, Technical, Vocational and Education and

Training (TVET) colleges are key stakeholders in achieving economic sustainability

regarding the provision of workforce (Cortese, 2003). As respected thought leaders, TVET

colleges have the opportunity to elevate the importance of sustainable development in all the

facets of industry.

Since 1998, the transformation of TVET colleges has moved to the forefront of the political

agenda in the Republic of South Africa. This research was identified due to the failure of

TVET colleges National Certificate Vocational curriculum and programmes to meet

stakeholder needs, in spite of having received huge funding from the national government in

recent years (HRSC 2010).

President Jacob Zuma (2017) in his State of the Nation address states that “…the processes

that we have set in motion draw to a close, such as the Heher Commission, the Ministerial

Task Team, broader engagements with students, university and TVET leadership and civil

society, we will find resources to give expression to our policies”. The president further

invited all stakeholders to participate in the processes that were underway regarding TVET

education promotion.

Research has shown that employers are having a difficult time finding workers that have the

right knowledge and skills needed for available jobs despite there being high rates of

unemployment (Winsman, 2010). This is mostly the greatest problem in South Africa where

TVET College graduates with TVET qualifications are finding it very difficult to convince the

employers that they have the skills to take up posts. This research project looks at a historical

view of how TVET programmes and curriculum have failed to meet workforce needs. The

same have also failed to meet the employment projections, employer needs, as well as not

responding to the call to develop a highly skilled workforce. In addition, a model designed to

partner industry and all education institutions in the development of TVET educational

curriculum needs is urgently needed to promote conversation on how South Africa through

integrated stakeholder curriculum development should better prepare future TVET graduates

with the competencies and employability skills needed to perform in an ever-changing

workforce.

In order to keep up with workforce demands over the next decade, it will be crucial for South

Africa to keep their finger on the pulse of the skills and TVET education needed by workers

to not only fill anticipated jobs, but to adequately prepare workers to compete in an

educationally progressive world. Employers in South Africa have indicated that they are

having difficulties finding employees that have the skills needed for the jobs that are

available, despite TVET colleges chaining out high numbers of TVET graduates, they cannot

be absorbed by industry without required skills (HRSC, 2010).

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In the National Department of Higher Education and Training (DHET) grand strategic policy

(PSET:2013) brief entitled White paper on Post School Education and Training, state

lawmakers recognised this need and presented a challenge to public colleges to develop a plan

of response to workforce needs. This is supported by the research made by the American

Association of State Colleges and Universities which identified that educational institutions

are particularly affected by a number of changing times (American Association of State

Colleges and Universities, 2011) and therefore needed to modify how they operate as a result

of intrinsic responses to a perceived need or extrinsic responses through stakeholder

collaboration (American Association of State Colleges and Universities, 2011).

The White paper on post school education (PSET:2013) also clearly states that one of the

Department of Higher Education and Training’s (DHET) top priority is to strengthen and

expand the public TVET colleges. DHET further lists some of its key strategic objectives as

that of strengthening colleges through “… building partnerships with employers, increasing

the responsiveness of colleges to local labour markets, improving placement of college

graduates in jobs, and creating a mix of programmes and qualifications that will meet the

varied needs of industry” (PSET:2013).

2. MAIN RESEARCH PROBLEM AND SPECIFIC RESEARCH QUESTIONS

2.1 Main Research Problem

The overall responsibility of the National Department of Higher Education and Training

(DHET) of South Africa is to ensure delivery of quality education within the system

through encouraging and initiating innovations. DHET is also responsible for ensuring

that the Higher Education and TVET institutions maintain minimum standards of

acceptable educational practices that are relevant to the economic demands of the national

industry.

The public perception regarding TVET education in South Africa is that the quality of

education offered is low and that standards have even further dropped. These perceptions

are based on lack of adherence to acceptable educational practices. The perception is also

that the learning environment in the public TVET colleges does not promote effective

learning. A detailed survey commissioned by the government also confirmed that the

quality of TVET education offered at the TVET colleges was low level (HRSC, 2010).

There are however a few ongoing staff development programmes that seem to be effective

in the TVET sector specifically occupational skills programmes.

There is however a clear vacuum that the government has created when it comes to addressing

the issue of creating a mix of programmes and qualifications that seeks to meet the national

industry requirements. It is evident that TVET sector is using TVET curriculum which was

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created by academics only. This is working retrogressively in relation to the government’s

strategic objective outlined above as the current curriculum was developed by academics with

some of them having little or no understanding of industry requirements or local needs.

The adoption of market responsive TVET curriculum is well overdue in the TVET sector in

South Africa. The government through the DHET should respond to the President’s call for

Radical Economic Social Transformation by moving away from the archaic centralised,

command and only academic control dominated curriculum development model and radically

move towards what one would call “Industrially Oriented Stakeholder Integrated

Approach (IOSIA)” for all TVET programmes curriculum development. DHET should start

promoting Radical TVET Education Transformation through reviewing the model that they

are using to review and develop this sector’s curriculum programmes.

The Pedagogy for Employability Group (2006) defined employability as a set of

achievements, skills, understandings and personal attributes, that make graduates more likely

to gain employment and be successful in their chosen occupations, which benefits

themselves, the workforce, the community and the economy” (The Pedagogy for

Employability Group, 2006). However, some researchers argue that knowledge and skills are

simply not enough and that an additional focus should be placed on student experiences and

opportunities to engage in measurable functions which would serve to enhance employability

(Foskett, 2005).

This research in support of the IOSIA model aims at establishing the extent of alignment of

TVET programmes with the current industrial demands and trends when all the stakeholders

are involved in these programmes and curriculum development. This would be done by the

researcher paying special attention to the assessment of the programmes in South Africa. The

research would also further establish the extent of collaboration between TVET and industry

in the curriculum development of programmes with a view to enhance employability skills of

TVET graduates in line with the government’s white paper on post school education strategic

objectives.

2.2 Specific research objectives

The research objectives are as given below:

• to identify synergistic industry-DHET institution collaborations in curriculum

development,

• to suggest how to link TVET institutions with industries framework and other key

stakeholders in curriculum development of programmes,

• to identify the common problems faced during programmes curriculum development

and suggest solutions.

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3. MAIN PURPOSE OF THE RESEARCH

South Africa has a lot of initiatives to their disposal to increase the TVET educational

attainment and employability of TVET graduates. The Department of Higher Education and

Training Minister, along with President Zuma, state government, and national higher

education and training associations, have set up aggressive goals for educational attainment

in South Africa over the next three decades (PSET: 2013). The goals enshrined in the PSET

not only focus on attainment of post school TVET qualifications but also place an even

higher focus on TVET educational quality and relevance (PSET: 2013). The current learning

outcomes on TVET curriculum does not clearly allow students to demonstrate key skills that

serve to enhance employability as the curriculum does not address the current industrial

advancement in terms of production systems and technology.

Assessment of curriculum to meet workforce needs is an idea that TVET education is one of

the major catalyst of relevance and therefore South Africa needs to look at providing a policy

framework that promotes an integrated stakeholder approach rather than academic systematic

approach (Jones and Harrington: 2002). Jones and Harrington further suggested that

collaboration is a vital step in producing economic change through curricular reform. They

also emphasised the importance of a proactive approach by higher education and training

through the creation of strategic partnerships with employers in key sectors in order to

develop programs to meet 21st century workforce needs.

Once the TVET curriculum has been assessed and workforce needs identified, curriculum

development could then include the modification of existing courses, the development of new

course offerings, and the sequential grouping of those courses to meet targeted goals

(Phillips, Settoon, & Phillips, 2008). For example, in a study of undergraduate business

students in America, curriculum was developed to improve self-efficacy and employability

by integrating real-world experiences related to the area in which students might seek

employment (Ehiyazaryan & Barraclough, 2009). Students were involved in activities such as

contract negotiation, complex communications, and team collaboration. The results of the

study indicated strong evidence related not only to the development of transferable workplace

skills, but also pointed to an increased awareness of how to articulate those skills in a resume

or future employment interview.

Howard (2007) emphasised the importance of designing curriculum to develop real-world,

transferable workplace skills for both students and industry. He further outlined opportunities

for the incorporation of problem-based learning activities to help students learn and to be able

to apply key concepts, a skill that many employers see as lacking in graduates. Howard

(2007) further went on to suggest that, although the opportunities for change exist, the work

involved in identifying workforce needs and developing a coherent, problem-based

curriculum to meet those needs is not easy.

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It is evident that in South Africa, the gap is widening between knowledge generated through

training systems of TVET Colleges, and the skills demanded by employers. Thus, the research

argues that the root cause emanates from the curriculum development where the two major

stakeholders are missing each other. It is therefore against this background that the research

recommends that a collaborative model on development of TVET curriculum development be

developed in which the industry should also take an active and leading role, providing

contemporary skills by collaborating and establishing networks with the DHET and other

curriculum development bodies, thereby minimising the misalignment.

The researcher’s view is that a collaborative Framework could be one of the important means

that could establish a highway to bridge the gap and to enhance employability skills of TVET

graduates in South Africa. This will help to meet the workforce needs of industry as well as

bringing sustainability to the TVET colleges sector. Most importantly, this will contribute

highly to the ideology of radical education transformation in support of the radical economic

transformation that the government is promoting (State if the nation address by president

Zuma, 2017).

4. INDUSTRIALLY ORIENTED STAKEHOLDER INTEGRATED APPROACH

(IOSIA) TVET CURRICULUM DEVELOPMENT FRAMEWORK

There are various options that South Africa can leverage regarding the development of TVET

curriculum, however in order to have a relevant and sustainable system, partnerships and

collaboration should be at the core of the processes, as suggested by Figure 1 below. The

Industrially Oriented Stakeholder Integrated TVET Curriculum Development Framework

(IOSIA) model is designed with three assumptions in mind, that is

• the process should be simple and sustainable;

• the process should provide an avenue to enhance curriculum and not reinvent it

• the process should begin and end with the stakeholders or partners involved in

developing the curriculum.

The IOSIA model is a simple model that starts with an assessment of the workforce

environment through various stakeholders (educational institution, business and industry,

local government, regional economic development or workforce TVET education structures,

students, and SETAs). This step would allow the stakeholders structures assigned with

curriculum development to determine specific goals and skill sets that would benefit students

and enhance employability.

After completion of the assessment of each of the programmes or curriculum by stakeholders,

an analysis would follow by comparing the identified goals and skill sets to existing

curriculum to locate gaps. Although the model could be used to completely revamp an entire

curriculum, the logistics associated with developing an entirely new curriculum and receiving

the necessary approval to implement that curriculum may not be conducive to formulating a

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curricular product that can be put into place in a timely manner. Therefore, it is recommended

that, industry and all TVET education partnerships can either reveal a need for a new

curriculum, or alternatively can recommend adding components to existing curriculum or

programme to accomplish the desired goals.

The second phase of the model entails the implementation by TVET colleges, thus putting

into practice what was established in the programme or curriculum development phase,

analysis phase, and modification phase. It is expected that TVET college lecturers would

incorporate new learning experiences selected and designed to close the gaps identified by

stakeholders as important and necessary for employability. Learning experiences would

ideally involve real-world situations in order to assess the ability of students to apply what

they know.

Finally, as the third phase of the model represents a perpetual design, the curricular

modifications and the results of student learning would then be assessed by stakeholders.

Positive outcomes on the success of graduates is highly likely. A comprehensive product

from the implementation of the IOSIA framework is expected to be absorbed by the industry,

as their involvement in curriculum and programme development enhances their buy-in and at

the same time strengthens the relevance, employability, and readiness of TVET graduates to

meet industry needs.

Figure 1: Industrially Oriented Stakeholder Integrated Approach (IOSIA) Framework

Source: (researcher proposed model)

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5. HYPOTHESES

There has been a variety of research over time, investigating the relationship between the

characteristics of any organisation and its disclosure as stated by Cowen et al. (1987:212) and

Gay et al. (2001:512). It is clear that these benefits are also directly related to the

sustainability of TVET Colleges and their success.

It would seem apparent therefore that there should be some attention paid to the development

of relevant TVET programmes and curricular that is responsive to the socio-economic

demands of the country. It also becomes imperative to conduct an investigation and analyse

international frameworks on TVET education curricular and programmes development. The

proposed countries for South Africa to draw lessons from are Germany, Finland and

Cameroon. These countries have been sharing best practices with South Africa in terms of

education, training and development and have developed strong bilateral relations in this field

of education, training and development.

It therefore becomes possible to state the following hypotheses in relation to TVET

programmes and curricular development:

H0. Integrated stakeholder approach to TVET programmes and curriculum development in

Germany, Cameroon and Finland has resulted in the employability of graduates by the

industry in these three countries.

H1. Integrated stakeholder approach to TVET programmes and curriculum development in

Cameroon, Germany and Finland has not resulted in the employability of TVET

graduates by the industry in these three countries

6. THE RESEARCH POPULATION AND SAMPLE SIZE

6.1 Research population

The target population for this study can be defined as DHET, NSFAS Umalusi, QCTO,

SETAS, Industry, and TVET Colleges in South Africa as well as curriculum development

bodies of TVET education in Cameroon, German and Finland. The population constitute the

major stakeholders involved in the curriculum development in the TVET sector.

6.2 Research Sample of study

This research will use a number of stakeholders both nationally and internationally as the

subjects for research. The research will collect data from the DHET, NSFAS, Umalusi,

QCTO, SETAS, Industry, and TVET Colleges in South Africa as well as curriculum

development bodies of TVET education in German, Finland and Cameroon.

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7. STUDY METHODS AND DESIGN

7.1 Study Methods

An array of existing theories and prior academic findings on curriculum and programmes

development from a number of countries both in developed and developing countries will be

compared and contrasted. These will be fitted with empirical evidence of what is happening in

Finland, Cameroon and Germany. Matrices will also be developed to intercept the key

curriculum development perspectives with the study propositions.

In order to achieve the research aim and objectives, the study design draws on theories of

stakeholder curriculum development models. Theoretical insights from the literature are then

combined with the emerging literature on curriculum development. The research approach

relies on a limited case analysis, drawing data primarily from the DHET, Umalusi, QCTO,

SETAS, Industry, and TVET Colleges in South Africa as well as Curriculum Development

bodies of TVET education in German, Cameroon and Finland.

7.2 Study design

The design of the study would be descriptive and cross-sectional. The study would be

descriptive as the purpose of the study is to explore and describe factors that affect the

alignment of TVET curriculum and programmes to industry needs. The study would also be

cross-sectional as data is being gathered from respondents only once.

7.3 Data Collection

Data collection is done by means of a structured questionnaire, where respondents will

provide responses verbally as well as written responses. Several questionnaires will be

considered during the research. A questionnaire, designed to measure integrated curriculum

development in many facets of TVET programmes, will be adopted in its entirety for the

purpose of this study. The research will develop a comprehensive questionnaire that will

enable organisations to audit their commitments to stakeholder approach to curriculum

development (Best and Kahn 1993).

A structured questionnaire was chosen for this research because of its benefits. Best and Kahn

(1993:23) indicate that structured questionnaires are less time consuming, relatively objective,

easy to tabulate and analyse and help respondents to focus on the subject. Zikmund

(2003:144) describes secondary data as books and periodicals. Secondary data will be

collected by conducting an extensive literature study, focusing on topics such as curriculum

consumers, end product consumers, assessors and examiners and economic environment

responsiveness.

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7.4 Data gathering instruments and processing

Zikmund (2003) mentions that a questionnaire is relevant if the information that is needed can

solve the identified problem. A questionnaire is also accurate if the information obtained is

reliable and valid. In order to obtain accurate information, questions to be developed need to

be interesting and easy to answer. The structured questionnaires chosen are relevant, as they

address programmes and curriculum development aspects identified in the problem statement.

Questionnaires for the baseline study will be sent to one hundred members through a

workshop to all local stakeholders. The response will be collected during the workshop which

will then be analysed. After this pilot analysis a review of the instrument is done and second

round will be done with the same pilot sample and then the instrument will be finalised.

The instrument will also be used to a sample which will include both local and international

stakeholders identified from the selected three countries.

The questionnaire will have various questions including the yes or no questions. These will be

followed by open-ended questions that will allow respondents to give detail to their opinions.

Questions that involve frequency counting will be coded and will be processed using STATA

statistical software package (Version 11). All reasons and explanations will be summarised

and recorded according to their occurrence in the questionnaire.

8 DATA ANALYSIS

Gay (1996:96) indicates that a good research plan must include a description of the statistical

technique(s) used to analyse data. Questionnaire items will be subjected to successive first

and second order analytical procedures. Resultant factors with high reliability coefficients will

be subjected to statistical testing in order to ascertain possible statistically significant

relationships. Swetnam (1998:670) prefers bar charts and graphs as graphical instruments in

order to interpret results easily in an attractive manner.

8.1 Quantitative or statistical methods of data analysis

The following statistical methods of data analysis shall be used to provide answers to the

research questions in this study:

• Frequency tables, bar charts and pie charts for categorical variables of study

• Summary statistics, box plots and histograms for continuous variables of study

• The Pearson chi-square test of association among pairs of relevant variables of study

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• Binary logistic regression analysis (multivariate method of data analysis). Adjusted

odds ratios shall be used as an econometric measure of effect. The reliability of the

fitted logistic regression model shall be assessed based on standard diagnostic

procedures.

The statistical package STATA version 11 shall be used for data entry and analysis.

8.2 Qualitative Methods of data analysis

A combination of both quantitative and qualitative methods of data collection and analysis

shall be used in this study. This is because not all research questions can be answered based

on quantitative methods only. There are questions that could only be answered based on in-

depth interviews with senior managers, planners and decision makers. Coding, text analysis,

discourse analysis, triangulation, etc will be used as part of the qualitative methods of data

analysis. Focus group interviews will also be conducted, and their establishment shall be

based on core functional responsibilities. Focus groups shall be internally homogeneous and

externally heterogeneous. Interviews will be recorded on tape recorders, and later transcribed.

Coding shall be done by three suitably qualified and independent assessors. The coded data

shall be analyzed, and interpretations provided.

9 ETHICS

De Vos, et al. (2002:63) indicate that the following ethical aspects are important to consider

during the research:

• Informed consent: respondents need to be informed beforehand as to the intent of the

study.

• Deception: no information that could possibly change the decisions of the respondents

must be withheld

• The intent and mandate to do the study must be clear from the onset.

• Anonymity: questionnaires must be completed anonymously to ensure the privacy of

the subjects.

• Confidentiality: all the information must be treated in a confidential manner.

• Publication of findings: a written report must be compiled which must be done as

accurately and objectively as possible.

The researcher will inform the participants that the response will remain anonymous and that

their voluntary co-operation is appreciated. An undertaking will be given to avail research

results to the respondents as advised by Schumacher and McMillan (1993:182).

10 REFERENCES

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